Abstrakt: |
Research has identified specific frameworks that focus on the design and evaluation of mathematics technology tools and tasks (McCulloch et al., 2021a). One of those identified, the IGS Framework (Sherman & Cayton, 2015), has proven to be a useful tool to assist teachers in designing technology tasks that use the affordances of a specific math tool as a reorganizer (Pea, 1985) to support students' high-level thinking (Sherman et al., 2017; Cayton & Chandler, Under Review). This study adapted the IGS Framework to examine in-service teachers' design of Desmos tasks in an asynchronous, paid professional development. Findings indicate when teachers designed a task that used Desmos as a reorganizer along an explicitly stated goal for student thinking, the result was a task of high potential cognitive demand. [ABSTRACT FROM AUTHOR] |